Classroom Management Plan

My key beliefs and values about student behaviour in the music room

I believe that students behaviour is positively influenced by a positive

environment and positive conversation.
I believe that having the classroom be an environment in which
students are comfortable and at ease, there is a sense that they are
less likely to negatively behave.
I believe that students are more likely to act out when they are in an
environment that is hostile and uninviting. It is my goal to ensure that
this does not happen.
I believe that I can encourage positive student behaviour by modeling
what I expect of them: positive feedback and suggestions for
improvement, celebrating the good, respecting our surroundings,
respecting everyone around us, respecting our instruments, and many
more.
I believe that students are most likely to flourish and act with respect
when they are given high expectations and the space to fulfill those
expectations. i.e. treating my students with respect and as individuals,
not talking down to them, giving them the room they need to be
successful, having extensive rapport, etc.
I believe that relationships are key in any classroom, but especially the
music classroom. Students are more likely to want to meet your
expectations if they have a relationship with you. I also believe that a
strong foundation in the music classroom is created by the students
having a good relationship with one another.
I believe that through using student names, the aforementioned
relationships are easily established and maintained. It instills with the
students that you care about who they are as a person.
I believe that being firm in the first week and month with expectations
and rules leads to a well-structured classroom where there is room to
learn, make music, and have fun.

What expectations are already established in the music classroom?

I think it is important to use these pre-established rules in my classroom.

First, because I agree completely that these rules are good, fair, and
encompass the expectations that I have for my students to maintain a
positive classroom environment.

How will I establish a positive and productive learning environment in

the first and second class?
In every single grade I am doing extensive name games in the first month.
This is for a few reasons: it is an easy way to review some of the basic
musical elements, it is a great way for everyone to familiarize with everyone
elses names, and it creates a friendly classroom environment. Furthermore,
when I know the students names it generates a sense of caring, and the
students are more likely to respect my authority. I will also be regularly
reviewing the expectations so that there are no lapses in understanding.

Once Established, how will I establish a positive and productive

learning environment in the first few weeks?
In the first few weeks I will be enforcing the rules quite rigidly, this is to
establish a sense of security and boundaries so that all students can thrive.
Furthermore, I will be regularly asking the students to self-asses on their
behavior to determine whether the class can move up, down, or stay the
same on the piano reward board (see below).

What If?
Of course, things dont always go as expected and students wont always
follow my expectations perfectly. The following is how I will deal with
misbehavior and how I will tier consequences to be as effective as possible.
I will also keep a discipline binder to keep track of misbehavior and
consequences.
Division 1
Mild misbehavior
Example: Using mallets/instrument at the wrong time or not as instructed.
Consequence: First time, stern reminder. Second time, mallets or
instrument gets removed and put in the mallet monster box. The student
may play on their knees or use their fingers on keyboard for the rest of the
class.
Moderate misbehavior
Example: Deliberately not following direction or instruction, disturbing or
distracting others.
Consequence: The student gets to come and sit right next to me for the
rest of this activity. If the behavior continues in other activities, they will be
next to me for the entire class and we will have a short conference after
class.
Severe misbehavior
Example: Actively making a disturbance in class, extremely negative
attitude, seriously affects the running of the lesson.
Consequence: If things continue to escalate after the first two tiers, the
student must go and sit off to the side of the classroom. Once the class is on
an activity they may do by themselves, I will go and have a conference with
the student and see if they are ready to re-join the class.
Division 2
Behavior during a single class:
1. Verbal warning
2. Required to change places
3. Perform alone because clearly they can not be an active member of
the class or lose a recess
Consistent misbehavior across multiple classes:
1. Warning: private conference after the class has left
2. Lose a recess
3. Lose a week of recess
In division 2 recorders are a whole other can of classroom
management.

If a student uses their recorder incorrectly or not as directed, they

will get no verbal warning as I have already clearly expressed my
expectations
1. Recorder goes away and play on a pencil
2. Come in at recess to play for me